Using Inquiry Strategies to Promote Student Reading ... · PDF fileUsing Inquiry Strategies to Promote Student ... correct/update predictions throughout the process ... Using Inquiry

Inquiring Minds Learn to Read and Write:

Using Inquiry Strategies to Promote Student Reading, Writing and Discussion

Jeffrey D. Wilhelm Boise State University

Based on materials from Wilhelm, Jeffrey ENGAGING READERS AND WRITERS WITH INQUIRY (Scholastic, 2007)

Smith and Wilhelm, READING DON’T FIX NO CHEVYS (Heinemann, 2002)

Smith and Wilhelm, GOING WITH THE FLOW (Heinemann, 2006)

J. Wilhelm: Using Inquiry Strategies to Promote Student Reading, Writing and Discussion

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Conditions of FLOW experience -A clear Purpose, Goals and Immediate Feedback -A Challenge that requires an appropriate level of skill and Assistance to meet the challenge (as needed to be successful) -A sense of Control and Developing Competence -voice, opinion, identity staking, choice, naming growing competence -A focus on Immediate Experience -current relevance, make things, do things, immediate function, fun, humor -Importance of the Social -group work, peer assistance, social purpose, negotiate and share what is learned -relationships with authors, peers, characters, teachers -Social contract: get to know me, care about me, address my interests, assist me and don’t give up, be passionate. Q. What kind of curriculum meets these demands? A. Inquiry


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Relationships with

Family

Friends

Classmates

Authors

Characters

Teachers

The Social Contract

My teacher will try to get to know me as an individual.

My teacher will care about me.

My teacher will address my interests in some way (either outside or

inside the classroom).

My teacher will assist me to learn and will work hard to make sure I

have learned.

*My teacher will be passionate about the subject and about

teaching


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A Motivational Survey

How Good a Motivator am I? A Self-Reflection Checklist

(based on current motivation research: (Bandura, 1998; Csikszentmihalyi, 1990; Pajares, 1996; Smith and Wilhelm, 2002) Usually = 4 points Sometimes = 2 points Never = 0 points ____1. I believe my students are trustworthy and communicate this to them. ____2. I believe a teacher should care about students and express this caring. ____3. I believe my students are competent and can become more competent with proper assistance. ____4. I attend to student interests and provide some level of choice. ____5. I help students to do things and to know how to do things and to talk about how to do things. ____6. I avoid labeling students. ____7. I send explicit invitations to succeed, both to my students as a group, and individually. ____8. I listen to what my students really say; I noodle around trying to get to know them. ____9. I make good use of student experts in my class - getting kids to teach each other and share their expertise. ____10. I use heterogeneous groups and interest groups to build interdependence and to highlight and use different students’ strengths. ____11. I avoid overemphasis on competition, rewards and winning -- though I may foster a fun, gamelike atmosphere where every one can win and succeed. ____12. I help students to evaluate themselves; to build, articulate and apply their own critical standards. ____13. I communicate high expectations to all my students ____14. I focus on future success vs. past failure.


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____15. I name what students can do, focusing on their abilities and achievement; I celebrate student expertise. ____16. I negotiate, help set, and communicate clear goals as I highlight focus and and higher purpose to the work that we do. ____17. I provide continuous feedback to students about how they are doing, and create learning situations that provide immediate feedback. ____18. I frontload unit work by starting with what students already know, activating background and building interest and a sense of purpose. ____19. I foster connections to students’ current life concerns. ____20. I encourage the reading of a variety of different kinds of texts. ____21. I encourage fun, humor and laughter in the classroom, including the reading of humorous texts. ____22. I use artifacts and concrete objects in my teaching, and ask students to design artifacts and concrete objects that make knowledge visible and reasoning accountable. ____23. I welcome and encourage multiple responses to class questions and projects. ____24. I model the behaviors that I value for students (e.g. I read; I am pleasant). ____25. I am passionate about reading and about ideas and I model and communicate this passion. ____26. I teach my students for who they are and who they might be RIGHT NOW in the present moment (not for who I think they should be and be able to do sometime in the far off future). ____27. In my classroom, we read texts that can be related to real world situations and activity. ____28. The activities in my classroom allow students to identify and use their expertise. Total - 98-110+ = You are a most excellent motivator! 88-97 = Good 78-87 = Fair >77 Try something different!!!! *Example here is adapted from Wilhelm, Jeffrey (2002). Action Strategies for Deepening Comprehension. 2002. New York: Scholastic.


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Criteria of Successful Inquiry: Start with a guided exploration of a topic as a class (You must know something to ask questions; develop interest) Connect topic to what you already know, to personal reality and the world Proceed to small group inquiry Ask compelling questions -Question topic should be contented with many perspectives -Questions should be open-ended; answer is unknown (vs. guess what the teacher or experts already know) Set goals and purposes – what will you achieve, make or do as a result of answering the questions? Work in groups; have a diversity of viewpoints; complementary perspectives and strengths Comfortable atmosphere for exploration and risk-taking Open-mindedness/Exploration/Bricolage – try stuff out Hypothesize; test hypothesis Look for definable patterns Make and continually correct/update predictions throughout the process Instructor as collaborative guide; assists at point of need Arrive at a conclusion/take a stand Be able to document and justify your conclusion Represent what you have learned so it can be shared and used – actualize knowledge in actual accomplishment Take appropriate social actions


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Inquiry Unit Template #1 Curricular Topic or Text: Essential Question:

• Personal connections/points of contact for students: • • Disciplinary importance: • • Possible resulting social actions: •

Conceptual Knowledge: • (What you want the students to

know and be able to talk about and think with as conceptual tools)

Procedural Knowledge: • (What you want the students to be

able to do and perform)

• Frontloading Activity:

• Scaffold of Activities: For exploring and practicing concepts - leading to capacity to complete culminating project - demonstration of developed understandings in actual accomplishment

• Curricular coherence – how does one activity lead to the next; how does one activity make use of knowledge developed in previous ones (layering!).

• Activities

• Connection to Conceptual and Procedural Knowledge

• Formative Assessments and proof of one’s learning

•

•

• • • • • •

•


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• Culminating Project • • Composition/meaningful

Making Project Description:

• Sequence of Project/ Ways Students will get after the Five Kinds of Knowledge necessary to composing throughout the unit:

• Summative Assessment/Proof Positive of Learning- Criteria and Benchmarks:

• Opportunities for Formative Assessment throughout the unit: • • • •

Possible Multimedia and Social Action Extensions of the Writing Assignment/Culminating Project:

• • • • • •

•

•

•


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3S+6MsHEURISTIC

PROCESS FOR TEACHING INQUIRY 1. SET UP (START) MOTIVATE – with Essential Question and Frontloading, personally connect kids to content 2. STANDARDS (OR STOPPING POINT/STOP) MULTIPLE MODALITIES AND MEASURES – Provide multiple ways for learning and demonstrating learning of the standards/end goals/ enduring understandings through independent culminating projects 3.SEQUENCE (SCAFFOLD) MODEL – for – Teacher does/students watch MENTOR – with – Teacher does/students help and students do together/teacher helps MONITOR – by – Student does/Teacher assesses and helps as needed


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Conceptual and Procedural Knowledge Conceptual: Exploring the big ideas

• What you want the students to know in terms of “declarative” nameable concepts? • Exploring the big disciplinary ideas • Big understanding goals: can be phrased as sub-questions of the inquiry

Procedural: What you want the students to be able to do

• Skills, tools, strategies, procedures. • Can be phrased as objectives: “students will be able to . . .”

Example: Can whaling be justified in this modern age? Conceptual

What are the global ramifications of whaling?

What the various points of views of whaling?

What are the arguments for and against whaling?

Procedural

Students will learn how to develop an argument using a clear claim, evidence/data from research and warranting of the data

Students will be able to express both practical and ethical dimensions of the issue in a variety of modalities

Example: How can freedom and security be balanced?

How can freedom be defined? What different perspectives are

there on freedom? How do historical and cultural

situations affect security policies?

Students will analyze the

structure and format of informational documents through Directed Reading and Thinking activities (DRTAs) and Directed Writing Assignments (DWAs)

Students will evaluate the comprehensiveness and validity of evidence in an author’s


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argument (DRTA) Students will explain the

author’s point of view and interpret how this influences the text (critical theory, questioning the author, questioning hierarchy)

Asking Essential Questions to Frame Instruction “Being told is the opposite of finding out.” -Jimmy Britton “The only thing worth learning is learning how to learn.” -Seymour Papert Question Criteria: *must be open-ended; contended; with multiple perspectives and possible answers *non-judgmental *emotive force/intellectual bite or edginess- addresses students’ point of view *immediate relevance and use to students – will lead to enduring understandings *succinct and pointed *data is available – can be ascertained and developed *not so general as to be undoable; not so specific that it can be answered quickly


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*addresses the “heart of the discipline” being studied and essential disciplinary knowledge *should lead to new questions asked by the students *should lead to transformed ways of understanding, being and behaving in the world – both individually and as part of collective social action Common problems with questions: *merely information retrieval; does not require creating data or constructing new understandings *begs the question *leading *too generic *too narrow and specific Revising Questions Topic: Relationships Question: Where do our marriage customs come from? (info retrieval) Revision: What makes a good relationship? Civil Rights How did we win the fight for civil rights? (begs the question) What are basic human rights and how can they be secured and protected?


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Survival Why is it bad that animals are going extinct? (leading) Who will survive? Identity Who am I? (generic) What do I think is worth fighting for? Where do I belong? Tips for Generating Questions Tip: Put Standards into Question forms Asking Macro-Questions – Wiggins and McTighe Wiggins and McTighe critique most standards as being too vague, focusing on the rote learning of information, and as not identifying what constitutes adequate evidence of learning. Put standards into question forms . .. p. 27 Tip: Reframe a required text, topic or standard by focusing on why it matters! Tip: Ask questions of application! Tip: Inquiry and Design – What questions drive the disciplines? What problems inform current research? Tip: Consider the heart of the matter. What is the true importance of this curricular topic? Why do I love teaching it? What must kids remember and carry away regarding it?Tip: Look around the community for issues that intersect with the topic.

Tip: Ask questions about quality that require students to make a judgment

Tip: Ask Ethical questions – what should we pursue? What should we do with the knowledge we have?


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Model Guiding Questions Social problems/health What is waste and its effects? Who is hungry and what are its effects? What is a good house? What does it mean to be healthy? Cultural issues: Is sports overemphasized in American culture? Language arts What is courage? What is a good relationship? Where do I belong? What is normal? How does power affect people? Physics Where do waves come from? How can waves be used? Biology How do geography and climate affect the growth of crops? Of animal populations? Of human populations and culture? Why do organisms die? How are we similar to bacteria? Is sex necessary, biologically speaking? History/Cultural Values Who was/is a great person? When are laws fair? What is worth fighting for? Are wars necessary? Where does money come from? Is U.S. history a history of progress? Government Is there too much or too little national power? Can liberty and security be balanced? Does federalism work? What is a good government? Math Was geometry discovered or invented? (or any other kind of math) How can we best figure rates of decay? (or any other kind of problem) Questions of application: How can we apply our understandings to solve a particular problem?


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Tips for identifying culminating projects

What’s it (the topic, central concepts, procedures) for today?

What’s it for tomorrow?

What “work” does it/could it do?

How do you foresee and want kids to use it?

When, where and in what situations can this knowledge be used?

For Social Action: what changes do you and/or your students want to see and how can you work for this?

Come up with a project that will capture (or be analogous to) these powers and purposes!


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Meaningful Making Projects

Formal Writing Multimedia Compositions Social Action Projects Arguments Video documentaries Show video documentaries

publicly Extended Definitions Hypermedia documentaries Host public debate Process Descriptions Video How-To Guides Volunteer work Classifications Websites Hot-line project Narrative Retellings Digital stories Peer Mediation Project Fables Multimedia Personality

Profiles Local Hero celebrations

Stories Digital scrapbooks Lake clean up project Picture Books Webquests Park clean up project Big Books Museum exhibits Create and maintain exhibit

in local museum Brochures Museum kiosks Senior Citizen visits/help

days Public Service Announcements

Public Service Announcements on Video or dramatized

Disseminate the public service announcements

Pamphlets Timelines Host or participate in community meetings

Dictionaries/Glossaries Video glossaries Picture dictionaries

Present proposals to school board, city council, service groups

Guides Murals Letter writing campaign Newspaper; articles News Show/Talk Show Thank you campaign Case Studies Dance performance Waste free school project Poetry book or cycle Computer programs Informational campaigns Multigenre research MTV videos of poems Build: Repair or Rebuild

something, e.g. engine; engine model, cabinet

How-to guides Multigenre compositions Career research: shadow a police officer, view medical procedures, compile interviews into manuscript

Travelogues Public performance: concert, recital, painting, living history museum, fashion show, meeting of minds

Physical experience or challenge: learn to scuba dive, run a marathon, lose weight


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Inquiry Unit FRONTLOADING CRITERIA SHEET Please check your frontloading activityʼs quality by responding to the following questions, and having one of your group members also respond. 1. How does your activity activate or build the studentsʼ prior knowledge or background information regarding your unit theme? 2. How does the activity work to motivate students for reading and inquiry regarding the theme? 3. How will the frontloading activity work to organize inquiry, set purposes and consolidate learning about the theme throughout the unit, i.e. how will it help students set purposes for their reading, focus their learning, clarify what they are coming to know, and help them to monitor their learning progress? Make sure you have justified your assignment based on motivation and schema theory. If not, do so on the back of this sheet. Good luck!


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Frontloading Ranking Scenarios: What makes a good relationship and what screws them up? Each of the following scenes describes a relationship. Read each scene and rank them from the scene that describes the best love relationship (1) to the scene that describes the worst love relationship (3). Make sure you can support your opinions. You’ll be sharing them in groups and then with the whole class. _____ 1. Joseph always felt uneasy at parties, especially parties that included people from Forest View. Forest View was Elk Grove’s chief rival in every sport, and Joseph and his friends have been competing against kids from Forest View for as long as he could remember. And sometimes those competitions got pretty heated. So who could blame Joseph for saying his good-byes early. As he was headed out the door, however, Joseph caught a glimpse of Sara. Even all decked out in Forest View’s colors, she was, Joseph thought, the most beautifully girl he had ever seen. Screwing up his courage, Joseph went over to say hello. And it wasn’t long before he was involved in a friendly conversation with Sara and several of her friends. An hour flew by and Joseph really did have to go home. But he felt changed. Monday at school he confided to his best friend that he was in love, and with someone from Forest View on top of it. The kidding he got was intense; he and his best friend even got into a fight about it. But Joseph was sure. He couldn’t wait to see her again. He spent all week searching to find a party that she might attend. _____ 2. Mary and Martin have been next-door neighbors since the fifth grade and for seven years they’ve walked to school together. Since high school started, thought, once they got to school, they went their separate ways – Mary was an athlete and Martin a musician. But on that mile walk they shared a lot of talk about everyday events, hopes, dreams and heartbreaks. The senior prom was approaching and neither Mary nor Martin had a date. They decided to go together. It was funny, they broached the subject on the same day, and in fact, they couldn’t figure out who asked whom. The prom was great; they laughed and danced and kidded with their friends. They didn’t go on an after-prom trip though. They had decided that would make them seem too much like a couple, and they didn’t want any uncomfortableness to interfere with their friendship. That night both of them thought that the prom was one of the best dates they had ever had. It was too bad that their “real” dates never went so well. _____3. What a whirlwind of a romance, thought Amy. Ever since she had met Tom, things had been, well, fantastic. Nightly phone calls. Dinners at expensive restaurants. Gifts. She didn't mind that Tom insisted she spend all of her time with him. After all, her friends should understand, and if her grades slipped a bit, who cares? She'd always be able to get into some college. She had a bit of a twinge when he asked her not to go out for the musical, but the dozen long-stem roses made that twinge fade. What a romance!


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Autobiographical Writing Prompt Most young people want to have dating relationships that are fun, exciting, and long lasting. First, describe a healthy, lasting dating relationship that you've been part of or that you've observed. What does a relationship need to be like in order to grow and last? Why do some relationships seem to work well? Be specific, and remember to write about real relationships that you yourself have experienced or watched. (from Brian White, 1995) Opinionairre/Survey Identify whether you agree (A) or disagree (D) with each statement. Then choose one statement that you feel particularly strongly about and write a brief comment about what in your experience of the world leads you to feel this way. 1. Love at first sight is possible. 2. Love means never having to say you are sorry. 3. It is better to have loved and lost than never to have loved at all. 4. You are never too young to fall in love. 5. You can't expect a person to change his or her habits after you enter into a relationship with them. 6. Love takes a lot of hard work. 7. Opposites attract. 8. If you are really in love, physical appearance doesn't matter. 9. Teenagers are capable of true love. 10. The hottest fires burn out fastest. 11. If you are really in love with someone, then you won't be attracted to someone else. 12. Love is blind. 13. If someone does not return your affection, the best thing to do is to keep trying to change his or her mind. 14. You have to work very hard at love. 15. Love is a decision that you make, not something that happens to you. (original idea from Kahn, et al. Writing About Literature, 1984)


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COGNITIVE APPRENTICESHIP AND SEQUENCING KEY PIECES TO INSTRUCTION” ACCORDING TO COLLINS, BROWN AND NEWMAN Note : Problem/solving is the process students are engaged in while learning new strategies or concepts 1. CONTENT a. Content = conceptual/factual knowledge in use during problem solving b. Heuristic strategies - rules of thumb that guide problem solving, gives students the intellectual tools needed c. control strategies - monitoring, evaluating, helping with decision making d. Learning strategies - strategies used in acquiring new information e. Genre/Text Based strategies - strategies required by particular kinds of text 2. METHOD a. Model - expert carries out task so students can observe the process b. Coach - feedback, hints, reminders, scaffolding c. Scaffold - supports --teacher carries out pieces of task that students cannot yet manage d. Articulation - name what students need to do; and make it visible to them. e. Reflection - compare own problem solving process to expert or other student f. Exploration - teacher fades, encourage student autonomy in problem solving and problem setting. Allow students to set questions and frame process 3. SEQUENCE a. Increasing complexity - control both task complexity & the amount of scaffolding/support for learnings b. Increasing diversity - wider variety of strategies/skills integrated in different contexts c. Global before local (very different than traditional education, which says local before global)- see the whole, the value, the purpose before refining/honing each sub skill d. Teacher Involvement - models, scaffolds, coaches, then fades as students approach independence 4. SOCIOLOGY - designed to motivate and “ground” learning


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a. Situated learning = give students opportunity to observe, engage in, invent or discover expert strategies in context: see how strategies fit together with their conceptual knowledge. Clear expectations and learning goals: skills seen in context of application to problem solving. Skills used in an integrated way that shows their value & meaning within the culture Application conditions: knowing when to use or not to use a skill b. Culture of expert practice. See models of expertise-in-use. Benchmarks of progress, helps students to identify their own strengths & weaknesses for improvements, see different ways of doing things. c. Intrinsic motivation; there is an integration of skill improvement & social reward in traditional apprenticeship: students see advancing skill as increasing role/participation/social reward within a community. Skills are seen as authentic and purposeful. d. Exploiting cooperation; use small groups to help see others doing a process, apprentices/students at different levels of expertise 3. Exploiting competition: get students to see the different processes students use to accomplish problem solving, not the products .


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What is Effective Discussion? Directions: Four excerpts of teacher-led discussion follow. Rank them from the best example of class discussion (1) to the worst (4). For ease of comparison, imagine that each discussion occurred in an eighth grade class of average ability and that the excerpt is an accurate characterization of the entire discussion. Be prepared to explain the reasons for your ranking. Also be prepared to discuss the moves that the teachers make that affect the quality of discussion. A. Rank: ________________ Context: From an historical discussion introducing To Kill a Mockingbird. Source: Marty Nystrand, University of Wisconsin-Madison Teacher: All right. How did the South, how did most people in the South earn

their livings before the Civil War? Roger?

Student 1: Huge farms. Teacher: Ok, huge huge farms, plantations, right? All that farming takes lots and

lots of laborers. If you had laborers that you didn’t have to pay, you sure as heck were gonna get a better deal in life—much more profit than if you had to pay people to come and pick your cotton for you. Ok? So what do you suppose happened to all these farms, after the Civil War, after all these people had to either pay their slaves or set them free? What happened to the farms?

Student 2: They stopped. Teacher: That’s right, they were toast, they’re done. All right? Only the people

who had lots and lots of money could manage to keep these huge, huge plantations going. So the South, as a result of the Civil War, was economically ruined, wiped out. Their major source of income, the plantation system, and farming, that was done for. All right? So naturally many of these farmers are gonna be bitter. They’re gonna be upset. And how do you suppose they’re gonna treat the black people who used to be slaves? Jane, you want to comment on that?

Student 3: Well, like, didn’t some of the blacks stay on the plantations when the war ended?

Teacher: Um-hm. Some of them did. But it was illegal for them to be kept (i.e. enslaved) there… How do you suppose the people felt toward the blacks? Come on, they lost their source of income! What’s gonna be their attitude?

Student 3: They resented them. Teacher: Sure! They resented them. They placed the blame on them—pay

attention. All right? They blamed them. So how’re they gonna treat em?


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Student 4: Terribly. B. Rank: ___________ Context: Discussion of the final digit of 75 Source: Lampert, Magdalene. (1990). When the problem is not the question and

the solution is not the answer: Mathematical knowing and teaching. American Educational Research Journal, 27 (1), 50-51.

Teacher: Arthur, why do you think it’s 1? Student 1: Because 74 ends in 1, then it’s times 1 again. Student 2: The answer to 74 is 2,401. You multiply that by 7 to get the answer so

it’s 7 x 1. Teacher: Why 9, Sarah? Student 3: I think Sarah thought the number should be 49. Student 2: Maybe they think it goes 9, 1, 9, 1, 9, 1. Student 4: I know it’s 7, cause 7… Student 5: Because 74 ends in 1, so if you times it by 7, it’ll end in 7. Student 6: I think it’s 7. No, I think it’s 8. Student 7: I don’t think it’s 8 because, it’s odd number times odd number and that’s

always an odd number. Student 8: It’s 7 because it’s like saying

49 x 49 x 7. Student 1: I still think it’s 1 because you do 7 x 7 to get 49 and then for 74 you do

49 x 49 and for 75 times itself and that will end in 1. Teacher: What’s 49? Student 9: 2,401. Teacher: Arthur’s theory is that 75 should be

2401 x 2401 and since there’s a 1 here and a 1 here… Student 9: It’s 2,401 x 7. Student 2: I have a proof that it won’t be a 9. It can’t be 9. 1,9,1, because 73 ends

in a 3. Student 6: I think it goes 1, 7, 9,1, 7, 9, 1, 7, 9. Teacher: What about 73 ending in 3? The last number ends in… 9 x 7 is 63. Student 6: Oh… Student 8: Abdul’s thing isn’t wrong, cause it works. He said times the last digit

by 7 and the last digit is 9, so the last one will be 3. It’s 1, 7, 9, 3, 1, 7, 9, 3.

Student 1: I want to revise my thinking. It would be 7 x 7 x 7 x 7 x 7. I was thinking it would be 7 x 7 x 7 x 7 x 7 x 7 x 7 x 7.


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C. Rank: ___________

Context: Student has just read his plot summary of a chapter of Roll of Thunder,

Hear My Cry. Source: Nystrand, M. & Gamoran, A. (In press). Student engagement: When

recitation becomes conversation. In W. Waxman & H. Walberg (Eds.), Contemporary Research on Teaching.

Teacher: [to the class as a whole]: Wow! What do you think about that [referring

to John’s plot summary?] Student 5: It was very thorough. Teacher: Yeah, pretty thorough. I had a lot of trouble getting everything down

[on the board], and I think I missed the part about trying to boycott. [Reads from the board] “…and tries to organize a boycott.” Did I get everything down, John that you said?

Student 1: What about the guy who didn’t really think these kids were a pest? Teacher: Yeah, okay. What’s his name? Do you remember? Student 1: [indicates he cant remember] Student 2: Wasn’t it Turner? Teacher: Was it Turner? Students: Yes. Teacher: Okay, so Mr. Turner resisted white help. Why? Why would he want to

keep shopping at that terrible store? Student 1: There was only one store to buy form because all the other ones were

white. Teacher: Well, the Wall Store was white too. Student 3: [addressed to John]: Is it Mr. Hollings’ store? Is that it? Student 1: No. Here’s the reason. They don’t get paid till the cotton comes in.

But throughout the year they still have to buy stuff — food, clothes, seed, and stuff like that. So the owner of the plantation will sign for what they buy at the store so that throughout the year they can still buy stuff on credit.

Teacher: [writing on board]: So “he has to have credit in order to buy things, and this store is the only one that will give it to him.”

Student 1: [continues to explain] Teacher: [continues to write on board] Student 4: I was just going to say, “It was the closest store.” Teacher: [writing on board]: Okay — it’s the closest store; it seems to be in the

middle of the area; a lot of sharecroppers who don’t get paid cash – they get credit at the store – and its very hard to get credit at other stores. So it’s going to be very hard for her to organize that boycott; she needs to exist on credit. Yeah? [nods to another student]

[Discussion continues]


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D. Rank: __________

Context: Review of a lesson on magnetism. Source: Bulman, Lesley. (1985). Teaching Language and Study Skills in

Secondary Science (pp. 110-111). London: Heinemann. Teacher: The earth spins about an axis. The point at the top about what it spins is

called what? What’s it called? Student 1: The geographical axis. Teacher: Geographical…? The point at the top. Almost right. Yes David? Student 2: North Teacher: Yes, north. And the point at which the magnet appears to be – at the top

there, just underneath the ground – what’s the name of that point there? Student 3: Magnetic north. Teacher: Magnetic north. If I was standing on the top of the magnetic north with

a compass, what would it do? Student 4: It would go round and round and round. Teacher: It wouldn’t point in any direction at all. Supposing if I was standing at

the geographic north, what would it do there? Student 5: Point to the magnetic north. Teacher: Right, what was the name of this angle between the magnetic and the

geographical north? Yes, Gary? Student 6: Angle of declination. Teacher: Angle of declination. Right, there’s a difficult one. Now, I’ve put a

spot there- that’s supposed to represent the magnetic north- and the geographic north is the point at which it spins around about. Now if I come down that line there to a point there, can anyone tell me what the angle of declination is going to be? Yes, Bill?

Student 7: Nought Teacher: Nought. Yes. There’s no angle between the magnetic north and the

geographical north. They’re both on the same line.


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THREE LEVEL READING GUIDE I. Directions: Check the statements that you believe say what the author says. Sometimes the exact words are used; at other times, other words may be used. (Right There) 1. Researchers have been studying the effects of lack of sleep on teenagers.

2. The sleep research has determined that most teenagers are lazy.

3. At different intervals during sleep, the brain enters rapid eye movement (REM)

sleep.

4. Without enough REM sleep, people perform poorly on tests of reaction time.

5. When a chemical called melatonin is released in the brain, a person becomes

sleepy.

II. Directions: Check the statements that you feel represents the text’s implied meaning. (Think and Search) 1. During REM sleep, the brain resets chemicals that prepare a person to absorb new

information and face a new day with emotional reserves.

2. A person’s natural sleep clock can be completely reset on weekends.

3. The teen years present many challenges because of the many physical and

emotional changes involved.

III. Directions: Check the statements that you agree with and be ready to support your choice with ideas from the text and your own knowledge. (Author and Me, On your Own)

1. High schools should think about starting later, at 9:00 perhaps, if they want

students to learn more effectively.

2. A good night’s sleep is essential not only to good health but also to good learning.

3. There is wisdom in the old saying: Early to bed, early to rise, Makes a man healthy,

wealthy and wise.

4. Clocks connected to lamps that slowly raise the light level in a room before that

alarm goes off, would help a person adjust to an earlier rising time.


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Please write any response that you have while you are reading on the lines to the side of the story. You should write your response right next to the lines you are reacting to. I'm interested in anything you are noticing, asking, seeing, feeling, thinking and doing as you read. Write anything that you are aware of thinking and doing at the point that you think or do it. You may also draw pictures of what you are seeing or doing, or of how you are reading or reflecting on particular parts of the story.

WHY TEENS NEED MORE SNOOZE TIME Shannon Brownlee

It’s only 9:30 at night, but 15 year-old

Ryan O. is already snuggling into bed, pulling

a quilt decorated with dolphins and killer

whales up over his ears. He tosses and turns

for several minutes before drifting off –

possibly because there are 12 electrodes fixed

to his scalp and face and an infrared video

camera is recording his every move for

researchers watching a video monitor in

another room.

Ryan is one of several hundred teenagers

who over the past decade have entered the

twilight world of Brown University’s Bradley

Hospital sleep lab, allowing sleep physiologist

Mary Carskadon to record their brain waves

and eye movements in slumber and to test how

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28

lack of sleep affects their mental and physical

skills. Carskadon’s research has shown that

teenagers who want to sleep all day are not

lazy; they are simply following the dictated of

their biological clocks.

Sleep is influenced by the circadian timing

system, a bundle of neurons embedded deep in

the brain, that regulates production of a sleep-

inducing chemical called melatonin and sets

natural bedtime and rise time. Carskadon has

shown that teenagers need more sleep than

they did as children, and their biological clocks

tell them to catch those extra winks in the

morning. Most teens, she says, need 9 hours

and 15 minutes of sleep a night, possibly

because hormones that are critical to growth

and sexual maturation are released mostly

during slumber.

That means that the average teenager’s

brain isn’t ready to wake up till 8 or 9 in the

morning, well past the first bell at most high

schools. When Carskadon and colleagues

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29

surveyed more than 3,000 high school

students, they found that the majority were

sleeping only about seven hours a night. More

than a quarter of the students averaged 6 1/2

hours or less on school nights. In another

study, when students were asked to fall asleep

in the lab during the day, many conked out

within three or four minutes, a sure sign they

were sleep deprived. Carskadon also

discovered that the students’ melatonin levels

were still elevated into the school day. “Their

brains are telling them it’s nighttime,” she

says, “and the rest of the world is saying it’s

time to go to school.”

Kids who have to get up before their

biological clocks have buzzed miss out on the

phase of sleep that boosts memory and

learning. Periodically during slumber, the

brain enters rapid eye movement (REM) sleep,

so called because the eyes dart back and forth

under the lids. During REM sleep, the brain

resets chemicals in the emotional centers and

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30

clears short-term memory banks, where the

day’s events are stored temporarily. Without

enough REM sleep, Carskadon and others have

discovered, people become cranky and

depressed; their memory and judgment are

impaired; and they perform poorly on tests of

reaction time. Carskadon has found that teens

who get the least sleep earn C’s and D’s, while

those who get the most tend to get A’s and B’s.

One solution is to push back the time high

schools start, something that many schools are

reluctant to do. Barring that, Carskadon and

other experts say you should emphasize sleep’s

importance and help your teenager get more

through biology:

To encourage your teen to go to bed

at a reasonable hour, keep lights

low in the evening and open

curtains in the morning. Light

absorbed through the eyes can reset

the biological clock.

Kids can catch up on sleep on

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31

weekends – up to a point. Going to

bed in the wee hours and snoozing

until noon only disrupts the brain’s

clock further. It’s better to go to

bed within about an hour of usual

bedtime and then sleep an hour or

two later.

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Now that you've finished the story, could you please comment on what you think and feel about the story as a whole. Remember, we're interested in any response that you have.


32

Questioning Circle

Why Teens Need More Snooze Time

By

Shannon Brownlee

Text and Self: How does the text explain the effects I’ve felt from changing my sleep schedule?

TEXT

SELF

WORLD

What triggers the brain to reset the biological clock?

How can I help myself & my family to be better rested?

Text and World:

Self and World: How can I foster societal changes that will help teen health?

Dense Question: What would be the impact on myself & on teenagers & on society if school and work schedules started later in the day?

In what ways could society change its schedule to fit the biological needs of teenagers?


33

Rules are Rules: Paul Hamm should hold onto, savor his gold medal People who play by the rules should be rewarded. Paul Hamm played by the rules. He outperformed his competitors to win the gold medal; he deserves to keep it. In the aftermath of a scoring controversy over the men’s Olympic gymnastics competition, world gymnasts have asked Hamm to give up his gold medal for the men’s all-around competition, as the ultimate show of sportsmanship. It is an ill-conceived request. They must take their own responsibility for their own mistakes = not rob Hamm of something that is rightfully his. They shouldn’t expect Hamm to right the wrong of incompetent judges, who, by the way, were suspended after the snafu. The head of the International Gymnastics Federation suggested in a letter to Hamm that giving the all-around gold medal to South Korea’s Yang Tae-Young “would be recognized as the ultimate demonstration of fair play by the whole world.” Fair play? Hardly! For Hamm to relinquish his gold medal would be doing the judges’ dirty work. The International Gymnastics Federation president, Bruno Grandi, attempted to send the letter to Hamm through the U.S. Olympic Committee, which declined to pass it along, and rightfully so. Hamm triumphed in what has been heralded as one of the greatest comebacks ever. He is the authentic Comeback Kid. In the vaulting event of the men’s all around competition, Hamm fell and plummeted to 12th place, leaving his chance of capturing the gold very very slim at best. Being the good sportsman he is, Hamm got up and finished the competition as brilliantly as he could. It was a moment spectators aren’t likely to ever forget. Then, all Olympic hell erupted. The South Koreans cried foul; they claimed Yang Tae Young was unfairly shortchanged by judges who assigned too low a maximum value to one of his routines. If the right value had been awarded, they said, he would have edged Hamm for the gold. Yes, perhaps the judges erred, but they had a remedy available to them and failed to take advantage of it; the gymnastics federation – known as FIG – suspended them. The rules


34

say any challenges must be made before the competition ends. The South Koreans didn’t protest until the next night. They – not Hamm – are the ones who didn’t play by the rules. All are compelling reasons why Hamm should hold tight to his coveted medal. Yet, there’s even more. When Americans reviewed a tape of the competition, they spotted a math error the judges had missed. The South Korean had four pauses in his routine; the rules permit only three. If he had been scored correctly, they said, he would have lost the bronze. Whether he deserves a gold isn’t even in question. And besides, aren’t referees and judges and umpires just part of any game. Can you imagine a basketball team petitioning for a loss to become a win a day after the event was concluded? Hamm has played by the rules and conventions of his sport; he shouldn’t be penalized for that. He should keep and wear his gold medal with pride.


35

Number the Stars by Lois Lowry

The war would end. Uncle Henrik had

said that, and it was true. The war ended almost

two long years later. Annemarie was twelve.

Churchbells rang all over Copenhagen,

early that May evening. The Danish flag was

raised everywhere. People stood in the streets

and wept as they sang the national anthem of

Denmark.

Annemarie stood on the balcony of the

apartment with her parents and sister, and across

on the other side, she could see flags and banners

in almost every window. She knew that many of

those apartments were empty. For nearly two

years, now, neighbors had tended the plants and

dusted the furniture and polished the candlesticks

for the Jews who had fled. Her mother had done

so for the Rosens.

“It is what friends do,” Mama had said.

Now neighbors had entered each

unoccupied, waiting apartment, opened a

window, and hung a symbol of freedom there.

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36

This evening, Mrs. Johansen’s face was

wet with tears. Kirsti, waving a small flag, sang;

her blue eyes were bright. Even Kirsti was

growing up; no longer was she a lighthearted

chatterbox of a child. Now she was taller, more

serious, and very thin. She looked like the

pictures of Lise at seven, in the old album.

Peter Neilsen was dead. It was a painful

fact to recall on this day when there was so much

joy in Denmark. But Annemarie forced herself to

think of her redheaded almost-brother, and how

devastating the day was when they received the

news that Peter had been captured and executed

by the Germans in the public square at Ryvangen,

in Copenhagen.

He had written a letter to them from

prison the night before he was shot. It had said

simply that he was proud to have done what he

could for his country and for the sake of all free

people. He had asked, in the letter, to be buried

beside Lise.

But even that was not to be for Peter. The

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37

Nazis refused to return the bodies of the young

men they shot at Ryvangen. They simply buried

them there where they were killed, and marked

the graves only with numbers.

Later, Annemarie had gone to the place

with her parents and they had laid flowers there

on the bleak, numbered ground. That night,

Annemarie’s parents told her the truth about

Lise’s death at the beginning of the war.

“She was part of the Resistance, too,”

Papa explained. “Part of the group that fought

for our country in whatever ways they could.”

“Oh, Papa!” Annemarie cried. “Mama!

They didn’t shoot Lise, did they? The way they

did Peter, in the public square, with people

watching?” She wanted to know, wanted to

know it all, but wasn’t certain that she could bear

the knowledge.

But Papa shook his head. “She was with

Peter and others in a cellar where they held secret

meetings to make plans. Somehow the Nazis

found out, and they raided the place that evening.

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38

They all ran different ways, trying to escape.

“Some of them were shot.” Mama told

her sadly. “Peter was shot, in the arm. Do you

remember that Peter’s arm was bandaged, and in

a sling, at Lise’s funeral? He wore a coat over it

so that no one would notice. And a hat, to hide

his red hair. The Nazis were looking for him.”

Annemarie didn’t remember. She hadn’t

noticed. The whole day had been a blur of grief.

“But, what about Lise?” she asked. “If she

wasn’t shot, what happened?”

“From the military car, they saw here

running, and simply ran her down.”

“So it was true, what you said, that she

was hit by a car.”

“It was true,” Papa told her.

“They were all so young,” Mama said,

shaking her head. She blinked, closed her eyes

for a moment, and took a long, deep breath.

“So very, very young. With so much hope.”

Now, remembering Lise, Annemarie

looked from the balcony down into the street.

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39

She saw that below, amid the music, singing, and

the sound of the churchbells, people were

dancing. It brought back another memory, the

memory of Lise so long ago, wearing the yellow

dress, dancing with Peter on the night that they

announced their engagement.

She turned and went to her bedroom,

where the blue trunk still stood in the corner, as it

had all these years. Opening it, Annemarie saw

that the yellow dress had begun to fade; it was

discolored at the edges where it had lain so long

in folds.

Carefully she spread open the skirt of the

dress and found the place where Ellen’s necklace

lay hidden in the pocket. The little Star of David

still gleamed gold.

“Papa?” she said, returning to the

balcony, where her father was standing with the

others, watching the rejoicing crowd. She opened

her hand and showed him the necklace. “Can

you fix this? I have kept it all this long time. It

was Ellen’s.”

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40

Her father took it from her and examined

the broken clasp. “Yes,” he said. “I can fix it.

When the Rosens come home, you can give it

back to Ellen.”

“Until then,” Annemarie told him, “I will

wear it myself.”

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41

Main Idea Heuristic

1. IDENTIFYTHETOPIC(ORGENERALSUBJECT)OFTHEPIECE.

Tofindcluestotopic:

a) Lookatthetitle

b) Lookatthefirstandlastparagraph:thetopicisoftennamedandalways

implied

c) Askyourself:whatisdiscussedthroughthewholeselection?What

generalsubjectspreadsacrossthewholetext?

d) Lookatcaptions,pictures,wordsinbold,headings,andsoforthfor

cluestotopic.Whatdoallofthesehaveincommon?Whatdotheyallhave

somethingtodowith?

e) Remindyourself:Thetopicmustconnecttoallthemajordetailsand

eventsfromtheselection.Caution:noteverydetailhassomethingtodowith

thetopic.Thetopicisthecommonelementorconnectionamongstthemajor

details.

f) Whatdoallthemajordetailshaveincommon?

CHECK YOURSELF: It’s not a true topic if . . .

a) it’stoogeneralortoobig(Thetopicstatementsuggestsorcouldinclude

manyideasnotstatedinthetext).

b) It’soffthemark,totallymissingthepoint

c) Itonlycapturesonedetail,ratherthanallofthekeydetails

d) Itcapturesonlysomeofthedetails,forexample,maybeyoudidn’t’

thinkabouttheending,ortheclimax,orashiftormajorchangeofsomekind.


42

QUESTIONS to ask yourself:

a) DoesthetopicI’veidentifiedgiveanaccuratepictureofwhatthewhole

selectionisabout?

b) WasIasspecificaspossibleinaccommodatingallofthekeydetails?

c) Afternamingthetopic,canInowfairlyspecificallypictureinmymind

whathappenedorwascommunicatedinthetext?OrmightIpicturesomething

radicallydifferentthatalsofitsmytopicstatement?Ifso,howcanIrevisemytopic

statementtocorrectthisproblem?

2. IDENTIFYTHEKEYDETAILS/EVENTSANDTHEPATTERNAND

TRAJECTORYTHESECREATEBYWORKINGTOGETHER.

Authorsoftenplantimportantideasinrulesofnotice,e.g.

a) Detailsthatreflectorrefertothetitle

b) Detailsatthebeginningofthetext/orfrontandcenterofthepicture

c) Detailsattheend

d) Surprises,revelations,wheneveryourexpectationsarenotmet

e) Repetition

f) Lotsofattentiongiventoadetail,forinstance,longexplanationor

description

g) Subheads,bold,italics

h) Singlesentenceparagraphs

i) Changesincharacter,tone,mood,setting,plottwists

j) Aquestionnearthebeginningortheend


43

CHECKYOURSELF:It’snotakeydetailif...

a) It’sinteresting,butitdoesn’tdevelopthetopic/leadtothecentralfocus

b) Itremindsuseofsomethingisevenpersonallyimportant,butifyou

weretoremoveitfromthepiece,theworkwouldnotloseanysignificant

meaningorimpact

QUESTIONStoAskYourself:

a) Areallthedetailsrelatedtothetopic?

b) Howdothekeydetailsrelatetoeachother?

c) Whatpatterndothedetailsmakewhentheyareaddedtogether?

d) Whatpointdoesthispatternadduptoandimply?

e) Whatcanweextrapolateorinterpolatefromthepattern?

3. IDENTIFYTHEMAINIDEA(thethemeofpointtheauthormakesabout

thetopic)

a) thestatementofmainideayounamemustmakeapointaboutthe

topicandcoverthewholeselection

b) Askyourself:Isthemainideadirectlystated?Ifnot,itmustbeinferred

fromthepatternandrelationshipofthekeydetails

c) Whichdetailshelpmedecideonthemainidea?Whyarethesedetails

important?

d) Thecentralfocusconsidershowthedetailsrelatetooneanotheror

leadtooneanother(whatcausedorcorrelatedorledtowhat?)


44

e) Themainideasmustconsidertheendingandhowthedetails,

character,setting,perspectives,interactionsoftheseandeventsledtothis

conclusion.

CHECKYOURSELF:IT’SNOTTHEMAINIDEAIF...

a) Itissoliteralandspecificitdoesn’tallowthereadertoapplythemain

ideatohisownlife

b) Itistoogeneral–morelikeatopicstatementthanamainideaorpoint

c) Itistruebutmissesthepointofthistext.Itwasn’twhattheauthorwas

sayingthroughthiscombinationofthesedetails.

d) Itmissesthepoint

e) Itonlyfitsonedetail,event,orpartofthestory,notthecoherentwhole

f) Itdoesnotincorporateallthedetails,butonlyafew

g) Itdoesn’tfittheendingorfinalsituation

QUESTIONS TO ASK YOURSELF:

a) Whatpointdothekeydetailsrepeatandadduptowhentakenall

together?

b) Isthemainideaorpointastatementaboutthetopic?

c) Isitsomethingusefulthatcanhelpyoutothinkoractintheworld?

d) Alsoconsider:Doyouagreewiththestatementasappliedtolife?Will

youusethisideatoundertakeactionintheworldortothinkabouttheworld?Whyor

whynot?


45

REPUBLIC OF COCKROACHES – When the Ultimate Exterminator meets the Ultimate Pest, by David Quammen Natural Acts In the fifth chapter of Mathew’s gospel, Christ is quoted as saying that the meek shall inherit the earth, but lately, other opinions suggest that it will more likely go to the COCKROACHES. A decidedly ugly prospect: That our dear planet – after the final close of all human beings – ravaged and overrun by great multitudes of cockroaches, plagues of them, scuttering herds shoulder to shoulder like the old herds of bison. Legions of cockroaches will sweep over the prairies like driver ants. This, unfortunately, is not the fantasy of a pessimist. It is the touch of hard, cold science. The cockroach is a popular test subject for laboratory research. It adapts well to captivity, lives a long life, reproduces quickly, and will survive in full vigor on Purina Dog Chow. The largest American species is about two inches long. Here is an animal of frugal habits, tenacious of life, eager to live in laboratories and requires very modest space. Tenacious of life, indeed! Not only in kitchen cupboards, in dark corners of the basement, the average cockroach is a hard beast to kill. Survival. The cockroach is roughly 250 million years old, which makes it the oldest of living insects, possibly even the oldest known air-breathing animal. Think of it this way: Long before the first primitive mammal appeared on earth, before the first bird, before the first pine tree, before the first reptile, the cockroaches were running wild. They can live almost anywhere and eat almost anything. Unlike most insects, they have mouthparts that enable them to take hard foods, soft, and liquids. They tend to eat anything; however, cucumbers disagree with them. They are flattened enough to squeeze into the narrowest hiding place. They are quick on their feet, and can fly if they need to. But the real reason for their long continued success and their excellent prospects for the future is this: They have never specialized. If there was ever to be a nuclear war, probably the cockroaches would prevail. The lethal dose for animals in a pasture is 180 rads (gamma radiation). For horses it is 350 rads. Water is a shield for radiation, so the lethal dose for fish is from 1100 rads to 5600. The dose for humans is not known (no one has been tested to date), but around 600 is the guess. Cockroaches who were exposed to 830 rads lived to be a ripe old age. A large test group was blasted with about 10,000 rads and HALF the group was alive two weeks later. They don’t know exactly how long the second half lasted, but long enough for egg capsules to be delivered, hatch and the life cycle to continue on. With luck maybe this won’t happen. What do you suppose the common cockroach thinks of a can of RAID?

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